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All Journal Pendekar: Jurnal Pendidikan Berkarakter Digital Innovation : International Journal Of Management International Journal of Educational Research Global Education : International Journal of Educational Sciences and Languages
Kustomo Kustomo
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Arts Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences

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The Role of School Principals in Improving Teacher Performance Through the Merdeka Mengajar Platform Kustomo Kustomo
Digital Innovation : International Journal of Management Vol. 2 No. 1 (2025): Digital Innovation : International Journal of Management
Publisher : Asosiasi Riset Ilmu Manajemen Kewirausahaan dan Bisnis Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/digitalinnovation.v2i1.176

Abstract

This study aims to explore the role of school principals in enhancing teacher performance through the utilization of the Platform Merdeka Mengajar, a digital tool introduced by the Indonesian Ministry of Education and Culture to improve the quality of teaching and learning. The research was conducted at SMP N 4 Jombang, employing a qualitative approach with a case study design to gain an in-depth understanding of how principals support teachers in using this platform effectively. Data were collected through interviews with principals and teachers, as well as classroom observations. The findings indicate that the principal’s leadership, underpinned by managerial competencies such as planning, organizing, supervising, and human resource development, plays a critical role in facilitating the integration of technology into teaching practices. Principals provided technical support, organized training sessions, motivated teachers, and created a collaborative environment to enhance the use of the platform. Additionally, the study found that the Platform Merdeka Mengajar positively impacted teacher creativity and the quality of learning interactions. However, the study also highlights challenges, such as limited technological infrastructure and the varying levels of digital literacy among teachers. The results underscore the importance of strong leadership in educational technology implementation and offer insights into effective strategies for enhancing teacher performance through digital platforms. The study also identifies limitations related to its sample size and scope and suggests avenues for future research on long-term impacts and the role of external factors in educational technology adoption.
Kompetensi Manajerial Kepala Sekolah Dalam Program Sekolah Penggerak di SMP Negeri 4 Jombang Kustomo Kustomo
Pendekar : Jurnal Pendidikan Berkarakter Vol. 1 No. 3 (2023): Juni : Jurnal Pendidikan Berkarakter
Publisher : LPPM Politeknik Pratama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/pendekar.v1i3.351

Abstract

The Driving School Program is a collaborative program between the Ministry of Education and Culture and Local Governments which is followed by education units from primary to upper secondary levels. Through the driving school program, it is expected to realize the vision of Indonesian education. In the transformation process through the driving school program at SMP Negeri 4 Jombang, the principal has carried out his managerial competency function by planning, organizing, implementing and supervising. In addition, in order to adjust the school to the driving school program, the Principal of SMP Negeri 4 Jombang has a commitment to increase innovation including IT-based learning, school entrepreneurship programs and improving the character of students through religious activities.
Digital Management and Transformational Leadership in Educational Institutions Kustomo Kustomo
Global Education : International Journal of Educational Sciences and Languages Vol. 2 No. 3 (2025): August: Global Education : International Journal of Educational Sciences and La
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i3.221

Abstract

This study explores the role of transformational leadership in driving digital innovation and management practices in SMP Negeri 4 Jombang, an Indonesian public junior high school navigating the shift toward digital-based education. The research was motivated by the challenges many schools face in adopting digital technologies, particularly in terms of limited resources, digital literacy, and leadership readiness. The objective of this study is to investigate how school leadership contributes to the successful implementation of digital transformation, focusing on collaboration, inclusivity, and innovation within school management. Using a qualitative approach, the study involved in-depth interviews and observations with the school principal and several teachers as key informants. Data were analyzed thematically to capture leadership strategies, teacher engagement, and institutional responses to technological change. The findings reveal three main insights. First, the principal’s transformational leadership acts as the primary catalyst for digital innovation, inspiring a shared vision, fostering trust, and encouraging a proactive culture among teachers. Second, the implementation of digital management is characterized by collaborative decision-making and teacher inclusivity, ensuring that policies and practices remain contextually relevant and broadly accepted. Third, significant barriers persist, particularly regarding insufficient technological infrastructure, inconsistent internet connectivity, and varying levels of digital literacy among staff, which often limit the pace and scale of digital adoption. These findings suggest that effective digital transformation in education requires not only strong visionary leadership but also collective engagement from teachers and systemic support from educational stakeholders. The study emphasizes the importance of aligning leadership practices with institutional readiness to create sustainable digital change. By offering a practical framework that highlights the interdependence of leadership vision, collaborative practices, and organizational capacity, this research contributes to the growing literature on educational leadership and digital innovation. Furthermore, it provides valuable implications for policymakers and practitioners seeking to strengthen school management practices in the era of digital transformation.
Adaptive Principal Leadership in Building Competitive Schools in the VUCA Era in SMP Negeri 4 Jombang Kustomo Kustomo
International Journal of Educational Research Vol. 3 No. 2 (2026): June: International Journal of Educational Research
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijer.v3i2.524

Abstract

The Volatility, Uncertainty, Complexity, and Ambiguity (VUCA) era requires schools to respond effectively to rapid and dynamic changes. In this context, adaptive principal leadership plays a crucial role in managing change, fostering innovation, and strengthening school competitiveness. This study aims to examine how adaptive principal leadership contributes to building a competitive school through a case study at SMP Negeri 4 Jombang, Indonesia. A qualitative case study approach was employed. Data were collected through in-depth interviews, observations, and document analysis involving the principal, vice principals, teachers, administrative staff, and the school committee, selected using purposive sampling. Data credibility was ensured through source and technique triangulation, while analysis followed the interactive model of Miles, Huberman, and Saldaña. The findings reveal that the principal demonstrated adaptive leadership by making responsive decisions, empowering human resources, fostering a collaborative school culture, and promoting continuous innovation. School transformation was supported by the integration of digital technologies into learning and school services, including Smart TVs in classrooms, Chromebooks, QR code-based e-books, QRIS digital payment systems, and coding and artificial intelligence education. Furthermore, an adaptive and collaborative school culture enhanced teacher competence, improved educational service quality, strengthened school governance, and increased public trust. The study concludes that adaptive principal leadership is a key driver in developing innovative, resilient, and competitive schools in the VUCA era through digital transformation, organizational culture development, and collaborative engagement among all school stakeholders.
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